Literature Review 3self-regulation involving self-observing and strategically adjusting performance, and 3)environmental self-regulation involving the observation and adjustment of environmentalconditions. Zimmerman describes these interactions as occurring within a self-regulatory goalsetting, monitoring, and evaluation loop, as shown in Figure 1, including forethought of task, performance, and self-reflection. While variations on this social cognitive conception of SRLexist, most suggest an iterative process in which a self-regulated learner establishes a desiredlearning goal, monitors progress, and regulates cognitive, behavioral, and environmentalconditions to optimize learning (Boekaerts & Cascallar, 2006).
Figure 1.
Self-regulatory loop.Influence of Social and Environmental ContextSocial cognitive theories of self-regulation suggest interdependence between the socialcontext within the learning environment and an individual’s self-regulation (Yowell & Smylie,as cited in Meyer & Tuner, 2002). During the self-regulation process, the individual learner usessocial and other environmental conditions as resources to enhance forethought, performance, andself-reflection (Zimmerman, 2000).Jackson, Mackenzie, and Hobfoll (2000) extend this social cognitive view by suggestinga “self-in-social-setting” regulation which emphasizes the importance of “communal regulation”in which an individual regulates and monitors his or her cognition and actions within the norms
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